Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Vocabulary -- Study and teaching (Elementary) Reading comprehension -- Study and teaching (Elementary)
Abstract
There is a direct relationship between word knowledge and comprehension-messages are composed of ideas, and ideas are expressed in words. Decades of research have resulted in significant best practices to support students' vocabulary development, yet very little has actually been implemented in the classroom. Teachers frequently rely on increasing student vocabulary through the incidental word-learning that results from sheer volume of reading. Research in this review will prove that incidental word acquisition is seriously inadequate. Effective vocabulary strategies include: hands-on activities or visuals, capitalizing on background knowledge or prior experiences, repeated exposure in meaningful contexts, and use of graphic organizers. Technology applications such as audiobooks, electronic and online texts, electronic talking books, programmed reading instruction, and interactive CD-ROM's
Year of Submission
2005
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Lynn E. Nielsen
Date Original
2005
Object Description
1 PDF file (33 leaves)
Copyright
©2005 Kelly M. Vaughn
Language
en
File Format
application/pdf
Recommended Citation
Vaughn, Kelly M., "Vocabulary Instruction Correlation to Reading Comprehension" (2005). Graduate Research Papers. 1658.
https://scholarworks.uni.edu/grp/1658
Comments
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